Unit 2 Reading/Writing NF 11-12 Essential Questions
Reading:
What helps a reader comprehend non fiction text?
Objective: SWBT read and understand non fiction text.
Pre/Post-Test: Questions will be asked of students out of their Social Studies Curriculum book.
Formative Assessments: Throughout the unit teacher will keep anecdotal notes, running records, exit slops, and look at student work.
Writing:
What are some tools that an effective writer uses when writing an informational piece?
Objective: SWBT write and communicate ideas with an informational feature article using 3 features article attributes with facts, details, diagrams and charts.
Pre/Post-Test: Write a 3 paragraph essay about something you are an expert on (For Example: a sport or animal). Please include three text features.
Remember to include some drawing to support your information.
Formative Assessments: Thoruhgout the unit the teacher will monitor the students' writing using the science Tracks curriculum and writing prompts.
Performance Assessment: Students will apply what they have learned about ecosystems to predict what would happen when one part of an ecosystem fails. They will
then write a feature article comparing an ecosystem to thier personal community or ecosystem.
Interdisciplinary Connections:
Reading: Read books around ecosystems
Writing: Write observations and explain them during science
Content: Reading and Writing about ecosystems
Grade 4th_Unit Non-Fiction Literacy
Big Ideas
Understanding NF text and writing an article
Essential Questions
Reading: What helps a reader comprehend a non-fiction text? Writing: What are some tools that an effective writer uses?
Focus:
Monday
Tuesday
Wednesday
Friday
9/19/2011
Date 9/20/11
Date 9/21/11
Date 9/22/11 L1
Date 9/23/11 L2
What are some experiences I have had living in my community? How would I define my family? What are the similarities and differences between my family and families that live in my community? How does my family interact with each other? How do we interact with other families?
Writing:
Writing:
WRITING: Students create lists of topics they are authorities on, so they can begin considering writing their own feature articles. Consider your community and what you know best about it.
Writing: Self- Interview questions: (ONLY one or two to begin with) Will need to define interact.
Peace Keeper Circle
Finish any publishing/ind conf for math Unit 1
What are noticings in Articles. Why would an author write these articles
Use Big Book on Ecosystems
Reading:
Reading:
Reading:
Pretest for Reading Non-fiction Text (Social Studies)
SWBT recognize and name print features often included in nonfiction texts. List NF Text Features seen in Text
SWBT Use text features to locate
information and understand
text.
Language:
Language:
Language:
Language:
Pretest for Writing
Anger Management L1 Teach what PEACE stands for w/regards to anger
SWBT find print features in Scholastic Magazine Articles. Once students locate, ask them to write in Genre Learning in new notebook.
Students will find a photograph with caption, bold print and a map that they like in their scholastic magazine and glue it into they genre learning portion of their notebooks. They will then write a quick response to what they learned about that caption.
Date 9/26/11
Date 9/27/11
Date 9/28/11
Date 9/29/11
Date 9/30/11
Writing: L3
Writing: L4
Writing: L5
Writing: L6
Writing: L7
Writing: Talk about authors stance/perspective Look at Graphic Organizer and begin to fill in parts.
Feature article attributes and chart of the attributes
Students identify writer’s stance as a feature article element.
• Students write notebook entries in response to a shared reading of a feature article and include these elements in their own feature articles. What did we react to? What were we thinking, feeling and learning? Do we have any personal connections.?
Students learn to notice the following elements of feature articles so they can incorporate them into their own feature articles: authors stance, points the author makes, and kinds of info to include Begin to work on Graphic Organizer
Students change their original stance and take a different one.
facts, details, diagrams, charts
Reading:Students use nonfiction text features (heading, subheading, )to support their understanding of nf text.
Reading:Students identify different types of nonfiction text they read daily to help
them understand their world.
Reading: Students will use"I Wonder Statements" to help them comprehend text L5
Reading: Students begin to ask questions about text to make sense of it, using “Who?” “What?” “Where?” “When?” “Why?” and “How?” L6
Examples are: magazines, advertising flyers,
school newspapers, video game
instructions, game cards, and other
similar texts to help students
identify types of nonfiction texts.
Language:
Language:
Language:
Language:
Language:
Genre studies with headings and subheadings (same as Friday)
Put Grapic Organizer in Genre Study Notebook and help students fill out chart.
Anger Management L2
New Graphic organizer with focus of subheadings and headings
Continue and now locate subheads/headings for genre study with examples from scholastic
Date 10/3/11 L8
Date 10/4/11
Date 10/5/11 L
Date 10/6/11 L9
Date 10/7/11 L10
Writing:
Writing:
Writing:
Writing:
Writing:
Students identify how authors use research to support stances so they can determine what reasearch they need to write their articles.
Conferences
Students determine their topics and stances for their feature articles.
Students compose interview questions to help them organize their writing and support their stances or perspectives
PeaceKeeper Circle
Reading:
Reading:
Reading:
Reading:
Reading:
Reading: Students generate questions before, during, and after reading to help them understand text. L7
Students will use the "Stop and Ask Questions" Strategy L8
NO Reading 1/2 day
Students practice skim and scan to get a general idea of what text is about
Students will skim and scan using inquiry questions (before, during, after reading) generated by teacher
Language:
Language:
Language:
Language:
Language:
Students will use the "Stop and Ask Questions" Strategy and write examples in Genre Studies
Students will use the "Stop and Ask Questions" Strategy and write examples in Genre Studies
Anger Management L3
Students will find the signal words and write them in genre study notebooks
Students will write a timeline of events
Date 10/10/11 L11
Date 10/11/11 L12
Date 10/12/11
Date 10/13/11 L13
Date 10/14/11 L14
Writing:
Writing:
Writing:
Writing:
Students learn to use gathered information about their stances or perspectives to compose their drafts feature articles.
Students practice how to plan with STEP UP TO WRITING (Do 3 prompts and ask for 3 quick plans. 4 minutes each (focus is stance)
Conferences
Recognize great leads and practice leads with STEP 1) Ask a ? 2) share an anecdote and 3) give information
Students begin to incorporate voice into their writing (Voice STEP)
Reading:
Reading:
Reading:
Reading:
Reading:
Students will recognize time and order or sequence; look for steps or events in text. Students will recognize signal words.
Students will use timelines, recognize sequencing dates and compare and contrast factual information.
NO Reading 1/2 day
Students look for cause and effect in text with cause and effect text structure. (This can be a focus of Science and ecosystems)
Cause and Effect "Rosa Parks" What was her environment like. What did she do to cause something to happen.
Language:
Language:
Language:
Language:
Language:
Give examples of cause and effect in genre learning
Give examples of cause and effect in genre learning
Anger Management L4
Students show an example of cause and effect in notebook from reading and sentence
Students draw a solution and write a sentence.
Date 10/17/11 L15
Date 10/18/11 L16
Date 10/19/11
Date 10/20/11 L17
Date 10/21/11 L18
Writing:
Writing:
Writing:
Writing:
Writing:
Students explore their social and eithical issues in a book or article. What feelings do they encounter?
Students practice sentence variety in their writing (STEP)
Conferences
Students create rubric so that they can revise their own writing (examples are given)
Students practice editing techniques and make all necessary changes.
Reading:
Reading:
Reading:
Reading:
Reading:
Students will explore social and ethical issue in the book of Rosa Parks
Students compare and contrast two non-fiction texts to enhance comprehension
No Reading 1/2 day
Students learn to think about what is important so they can understand and retain what they read
Students distinguish between important ideas and details.
Language:
Language:
Language:
Language:
Language:
Students summarize important ideas in nf text. (List Like)
students will summarize ideas regarding nonfiction texts. (list like)
Anger Management L5
Identify important ideas. Create a list.
Summarize important ideas (list like)
Date 10/24/11 L 19
Date 10/25/11 L20
Date 10/26/11
Date 10/27/11 L21
Date 10/28/11
Writing:
Writing:
Writing:
Writing:
No School
Students begin to publish
Publish/add pictures
Conferences
Publish/add NF features
Reading:
Reading:
Reading:
Reading:
Students identify important ideas and supporting details in text and use them to develop summaries
Continue with Summaries
No Reading 1/2 day
Students demonstrate deeper understanding of new vocabulary using context clues when reading unfamiliar words
Language:
Language:
Language:
Language:
Use Step Up Model for summaries.
Use Step Up Model for summaries.
Anger Management L6
Write in context clues that pop out
Date 10/31/11
Date 11/1/11 L22
Date 11/2/11
Date 11/3/11 L23
Date 11/4/11 L24
Writing:
Writing:
Writing:
Writing:
Writing:
No School
Publish/ add features
Conferences
Publish/add features.
Celebrations!!!!!!!!!!!!!!!
Reading:
Reading:
Reading:
Reading:
INFERING: Students understand unfamiliar voca. y rereading, contin. to read and reading surrounding sentences.
No Reading 1/2 day
Students use print features to figure out meaning of unfamiliar vocabulary
Students apply their learned knowledge and take post test.
Unit 4 Poetry.docx
Calender Unit 4 Poetry.xlsx
Unit 2: Reading/Writing NF 11-12
Essential Questions
Reading:
What helps a reader comprehend non fiction text?
Objective: SWBT read and understand non fiction text.
Pre/Post-Test: Questions will be asked of students out of their Social Studies Curriculum book.
Formative Assessments: Throughout the unit teacher will keep anecdotal notes, running records, exit slops, and look at student work.
What are some tools that an effective writer uses when writing an informational piece?
Objective: SWBT write and communicate ideas with an informational feature article using 3 features article attributes with facts, details, diagrams and charts.
Pre/Post-Test: Write a 3 paragraph essay about something you are an expert on (For Example: a sport or animal). Please include three text features.
Remember to include some drawing to support your information.
Formative Assessments: Thoruhgout the unit the teacher will monitor the students' writing using the science Tracks curriculum and writing prompts.
then write a feature article comparing an ecosystem to thier personal community or ecosystem.
Reading: Read books around ecosystems
Writing: Write observations and explain them during science
Content: Reading and Writing about ecosystems
information and understand
text.
• Students write notebook entries in response to a shared reading of a feature article and include these elements in their own feature articles. What did we react to? What were we thinking, feeling and learning? Do we have any personal connections.?
them understand their world.
school newspapers, video game
instructions, game cards, and other
similar texts to help students
identify types of nonfiction texts.